Promoting School Attendance by Supporting Students’ Health and Wellness

Providing Parents with Support and Guidance About Health-Related Absences

When children face health challenges—whether short-term illnesses or chronic conditions—Livingston schools work closely with families to offer guidance, reassurance, and flexibility. One parent of a student with asthma described her experience with Campus Park Elementary:

“I was a first-time mom sending an asthmatic kid to school, especially after COVID—that was nerve-wracking for me. But the front desk, the health office, the school nurse—everybody came together to give me peace of mind.”

When her child became sick, school staff collaborated with the family and medical providers to find a solution that prioritized both health and learning:

“…because attendance is so important, I didn’t want him missing school. So I contacted the school and between the doctors and school staff, we all agreed it was best he continue doing homeschool, virtual learning.”

Clear Communication and Messaging About Health-Related Absences

District staff work to ensure parents are not left guessing about when it’s appropriate to send a child to school. By providing clear expectations and direct communication from health professionals, Livingston fosters trust and understanding.

Staff described how attendance clerks and school health aides often connect families with District School Nurse Lori Morgan to talk through specific symptoms. According to one district leader:

“‘Let’s talk about the nature of the illness,’ nurse Lori will say. Oftentimes, parents hear from her: ‘Send him—we’ll check him when he arrives at school.’ And most times, children come to school and stay.”

This proactive and consistent messaging helps reduce unnecessary absences while ensuring students remain safe and supported.

Supporting Students’ Socioemotional Health and Wellbeing

Livingston’s attendance efforts also focus on building emotionally safe environments where students feel seen, supported, and ready to learn. School counselors are placed on every campus, spending roughly 80% of their time in classrooms using the Second Step curriculum to promote emotional literacy and resilience.

Teachers also play an active role. For instance, kindergarten classrooms begin each day with check-ins that give students space to express how they’re feeling. This practice is part of a districtwide strategy described by the Superintendent:

“All schools do some form of check-in. It may vary by teacher, but the goal is to understand how ready students are to learn. In some cases, principals are doing it with their staff too.”

A Foundation of Care and Support

At the heart of Livingston USD’s attendance strategy is a strong culture of care. Nurse Lori, who serves the entire district, emphasized the importance of early and empathetic outreach:

“The sooner we show concern and say, ‘Hey, we want your kiddo in school because we don’t want them to miss anything,’ the better. We also want to understand what families are going through so we can help—because everybody struggles. We’re all human.”

Families at Campus Park Elementary echoed this sentiment, with one parent saying:

“If something’s wrong, they really focus on, ‘Okay, what can we do to help your child succeed?’”

Teachers are also empowered to reach out when students are absent, not only to clear attendance records but to understand the deeper “why.” As Director Torres-Perez explained:

“A teacher of 20 or 30 students who notices a missing face can make a big impact just by reaching out. That personal, human connection—from a teacher, principal, or counselor—makes a huge difference.”